2018-03-20T02:05:39ZThe nurturing of creativity in the History classroom through teaching methods – the views of teachers and learners.http://hdl.handle.net/10394/5517
The nurturing of creativity in the History classroom through teaching methods – the views of teachers and learners.
Bunt, Byron
Nurturing creative thinking abilities in all learning areas and subjects is one
of the cornerstones and ideals of Outcomes-Based Education (OBE) in South
Africa. This article reports on the results obtained with a pilot study that set
out to determine the extent to which creativity is presently nurtured in the
History classroom. A qualitative study by means of semi-structured, one-on-one interviews with learners (n = 4) and teachers (n = 2) of History at a
secondary school was conducted to determine learner and teacher perceptions
related to the nurturing of creativity through the instructional practices of
teachers applied during teaching and learning.
The results revealed that the nurturing of creativity has not yet become reality
in the History classroom. It was disconcerting to note that direct instruction
dominates the teaching and learning of History and that very little opportunity
for practical experience and interaction during teaching and learning exists.
The article concludes with recommendations to teachers on how to
purposefully enhance creativity during the teaching of History.
This pilot study was conducted as partial fulfillment of the requirements for
a BEd Honours degree, and to set the scene for a more extended study on
creative thinking in History with larger groups of learners and teachers.
2009-01-01T00:00:00ZPolitics and historical blockbuster exhibitions looking at the Staufer exhibition in Stuttgart in 1977.http://hdl.handle.net/10394/5516
Politics and historical blockbuster exhibitions looking at the Staufer exhibition in Stuttgart in 1977.
Erdmann, Elisabeth
The Staufer exhibition in Stuttgart in 1977 was a historical blockbuster
exhibition, which established a type of state exhibitions in public's
consciousness and in historical culture. It contributed to the rising interest in
History in the public and played a vital part in rediscovering the Middle Ages
in Germany. It is asked who took the initiative to put it on? Which were the
aims intended by this exhibition and did the exhibition meet its set goals? The
research in the archives showed that what is said in the catalogue about the
initiative, is not the whole truth, because at first it was the wish of the then
State Prime Minister for a representative exhibition, but the theme and the
connection with the 25th anniversary of the state Baden-Wurttemberg were
proposed by others.
2009-01-01T00:00:00ZStudent History teachers' personal theories on teaching: autobiographies and their emerging professional identities.http://hdl.handle.net/10394/5515
Student History teachers' personal theories on teaching: autobiographies and their emerging professional identities.
Wassermann, Johan
Philosophy of teaching statements are autobiographical reflective statements
on teaching and learning. Such statements can therefore be regarded as a
window into the professional identities of teachers, and are increasingly called
for internationally when promotion and appointments are considered. In this
paper the philosophy of teaching statements of final-year History Education
student teachers, are used as the units of analysis. Although meaningful themes
on their emerging professional identities as prospective History teachers
materialised, in the article I argue that their philosophy of teaching statements
were burdened by constraints such as a lack of experience and the educational
context they found themselves in. In conclusion I contend that although the
philosophy of teaching statements provided nothing more than a porthole
into the multilayered emerging professional identities of the History student
teachers it gave the latter the opportunity to develop a picture of themselves
as History teachers.
2009-01-01T00:00:00ZHistory curriculum, nation-building and the promotion of common values in Africa: a comparative analysis of Zimbabwe and South Africa.http://hdl.handle.net/10394/5514
History curriculum, nation-building and the promotion of common values in Africa: a comparative analysis of Zimbabwe and South Africa.
Ndlovu, Morgan
A challenge for Africa is how to derive common values from the values of
diverse communities. The challenge becomes even more difficult in the face
of notions such as autonomy, multiculturalism and respect for difference
which are accompanying the emergence of neo-liberalism, globalisation
and cosmopolitanism. While it is important to respect diversity in a postcolonial
society, it is equally important that nation-building should strive
for the promotion of common values among the citizenry. This article uses
the example of Zimbabwe and South Africa as a comparative case study to
investigate how the ruling elites in these two southern African countries have
endeavoured to apply the curriculum for nation-building and the promotion
of common citizenship by inculcating common values in young citizens. The
article also explores the role of the curriculum from the perspective of social
constructivism, where 'curriculum' is defined as an agency to foster social,
cultural and political ideals in society. The academic discipline that is highly
vulnerable to the imperatives of nation-building and the interests of the
political elite is history, as it is prone to manipulation by political regimes in
their hegemonic projects.
2009-01-01T00:00:00Z